Institutional Logics and the Limits of Social Science Knowledge

Autor/in	Blatt, Jessica
Titel	Institutional Logics and the Limits of Social Science Knowledge
Quelle	In: History of Education Quarterly, 60 (2020) 2, S.203-213 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2680
Schlagwörter	Social Sciences; Educational History; Intellectual History; Racial Bias; Gender Bias; Private Financial Support; Social Science Research; Research Methodology; Social Structure; Power Structure; Poverty; Public Policy + Suchen Sie Ihr Suchwort? Social science; Sozialwissenschaften; Gesellschaftswissenschaften; History of education; Bildungsgeschichte; Geistesgeschichte; Racial discrimination; Rassismus; Geschlechterstereotyp; Private Investition; Social scientific research; Sozialwissenschaftliche Forschung; Research method; Forschungsmethode; Sozialstruktur; Armut; Öffentliche Ordnung
Abstract	As someone whose training is in political science and who writes about the history of my own discipline, I admit to some hesitation in recommending future avenues of research for historians of education. For that reason, the following thoughts are directed toward disciplinary history broadly and social science history specifically. Moreover, the three articles that contributors to this forum were asked to use as inspiration suggest that any future I would recommend has been under way in one form or another for a while. For those reasons, I want to reframe my contribution as a reflection on a particular mode of analysis all three authors employed and how it may be particularly useful for exploring the questions of power, exclusion, and race- and gender-making in the academy that are present in all three articles and that explicitly animate two of them. (As Provided).
Anmerkungen	Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://journals.cambridge.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01